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1、Chapter1IntroductionChapter1IntroductionWithinthislargercontext,growingimportanceisattachedtotheEnglishlanguageeducationsinceithasbecomethelanguageofbusiness,science,technology,popularentertainmentandevensports(Crystal,1997).Incorrespondencetothistrend,Englis
2、hhasbeenacompulsorysubjectforyoungerandyoungergenerations.Inuniversity,EnglishmajorshavetopassTEM4andTEM8;non-EnglishmajorsshouldpassCET4,especiallyCET6withhigherdemand;evenchildreninkindergartensshouldlearnsomesimpleEnglishwordsandphrases.Bothparentsandteach
3、erspaymoreattentiontotheEnglishlearningoftheirchildrenandstudents,becauseasaflouringcountryseekingforgreatdevelopment,ChinesepeopleregardEnglishasthekeytoitsmodernization.So,Englishteachingandlearningbecomesahotissuenowadaysandpeopleregarditastheoneofgreatimp
4、ortance.EveryoneisclearthatinordertohaveagoodcommandofEnglish,Englishlearnershavetobegoodatfivemainskills,thatis,listening,speaking,reading,writingandtranslation,andthesefiveskillsarecloselyrelatedtoeachother.AccordingtosomeEnglishprofessors(Smith&Silberstein
5、),readingisthemostimportantonebecauseofitsfunction.InEnglishlearningprocess,readingplaysaroleasabridgeanditisthemainchannelforstudentstogetinformation.Sobeingdefinedasthemostimportantacademiclanguageskill(Carrell,1983;Grabe&Stoller,2002),readingreceivesthespe
6、cialfocusinforeignlanguagereaching.Forexample,Englishmajorshavevariousreadingcourses:intensivereading,extensivereading,fastreading,andsometimes,supplementedreading.Besides,severaldemandstoCollegeEnglishTeachingareputforwardinCollegeEnglishSyllabus,forexample,
7、“Fosterstudents’betterreadingcompetenceanddefiniteabilitiesoflistening,writingandtranslation.”Obviously,fosteringstudents’readingabilityisputinthefirstplace.ManypeopleinmultilingualsettingsneedtoreadinL2atreasonablyhighlevelsofproficiencytoachievepersonal,occ
8、upationalandprofessionalgoals.ButreadingproficiencyinL2educationdoesnotdevelopascompletelyoraseasilyasitapparentlydoesinone’sfirstlanguage.So,withallthenew-arisingproblems,thetopicofsecon
